Early child-parental interactions can affect the
early development of childhood narratives and can explain differences
in children’s later reported event descriptions. The nature and degree of
Remember! As a parents every moments of a child
is very special and parents have and extremely important role
to fill this moments with wonderful experiences. Do not ever underestimates
their ability or capability of your child. Help child to fix
their learning difficulties together. Do not ever let the child
to face it on their own. Children need continuous supports and encouragement from parents. The person will a child will look for
is their parents at these time. If parents fail to be there for a child at the
very moment they need in sometime later parents should not complain that the
child is not doing well. The basic understanding is that as parents you should approaches the child and you should not wait until your to child
to come after. Parents need to be role model by showing good attitudes with
Parents play an important role in facilitating children's developments by initiating contact between children and potential play partners. The more the parents arranged peer playmates the more the children would had larger number of playmates outsides of their school means child would easily become friends with many peoples not only among the ages or in groups but any other people. They are easily share things to others.
For many adults, the parental role is well planned and coordinated with one with other roles in life and is developed with the individual's economic situation in mind. For others, the discovery that they are about to become parents is startling surprise. In either event, the prospective parents may have mixed emotions and romantic illusions about having a child.
One career involving parenting is parent educator and also doctor whom will recognizes children changes of their health and development first. One way to conceptualize the parental role is to Think of parents as managers of children's lives.
In infancy, this might involve taking a child to a doctor and arranging for child care. In childhood, the managerial role might involves deciding on which preschool the child should attend, directing the child to wear clean clothes and put toys away, and structuring the child's after school activities. In adolescence, mothers are more likely than fathers to have a managerial role in parenting. Parents needs to provide child basic needs such as happy home, healthy and nutritious food, proper clothing, education and others.
Parents are the foundation on which will depend the child’s self-confidence, independence and desire for research and learning. The most important features that the child needs to develop are the sense of responsibility, sense of self-confidence and independence. These traits of character are primarily developed through the interactions between parents and children in the family. Parents should impose different demands and responsibilities to the children, but being careful that they are appropriate for their age.
- How a parent verbally elaborates on an event and supports the child during parent-child reminiscing, can affect the expression of children’s later narrative development and expression depending upon the quantity and quality of narrative orienting and evaluative information provided during shared interaction.
Parental scaffolding as an event is unfolding and during shared reminiscence can supply explicit orienting information that not only elaborates on explicit linguistic markers that serve to amplify temporal, causal, and conditional relationships between and among individual actions but also the relations among an event’s components (Fivush & Haden, 1997; Haden, 2003).
Parents use orienting responses as they ask and encourage their child to answer their wh- questions (when, where, why, what, who, or how), help their child to make links between certain components of an event (people and objects involved) or between events, and to use following that encourage further thought and discussion on the event (Boland & Haden, 2003).
Parents also use orienting responses that facilitate their child’s later development of cohesive narratives when they use and encourage their child’s use of temporal markers (e.g. then, before, after, first, and next), causal links (e.g. because, so, in order to), and conditional links (e.g. if/then, when, and until) during their own modeled and during parental prompting of their child’s narrative development (Haden, 2003). As these goes on, the level children language development increases. The ability of children think increases whereby the parents providing way to develop the ideas to think creatively and critically.
Parents should help in developing personality of their children, to encourage those activities in which they are successful, because in this way, we strengthen their confidence, they create a sense of achievement and motivation to try the activities they have less success doing. If the child likes to swim, we should encourage her/him to exercise more, learn the styles of swimming, instead to ask her/him to learn to ride a bike, if she/he doesn’t like that.
If your child achieved success in swimming, she-he will gain extra confidence and probably will want to learn to ride a bike. Independence is going slowly and every child needs to be independent, and the parent’s response to this need can stimulate the development of independence, or push the child to become even more dependent and insecure.
If a child indicates a desire to tie the shoelaces on his/her own, we should help her/him in this, but we will not deny that desire, because we hurry and it is faster if we do it. If the child is accustomed to the parent doing everything for her/him, it will be insecure and will not be interested in accomplishing tasks independently, which will negatively affect the acceptance and fulfills of other obligations.
Besides, a parent who does everything for the child stops her/him from experiencing success. A positive reactions from the parents is also very important, a praise for each attempt of the child's independent activities, because in this way, a child develops a sense of confidence and motivation for learning new activities.
Some of the children talents or gifts will be know by their action but not all the children are the same. Parents needs to provide different environment that promotes hands-on activities to discover what they really are. Children are so unique and most special gift from God. Parents have a great responsibility and accountability to bought up their children.
Boland, A.M., & Haden, C.A. (2003). Boosting children’s memory by training mothers in the use of an elaborative conversational style as an event unfolds. Journal of Cognition and Development, 4(1), 39-65.
Fivush, R., Berlin, L.J., Sales, J.M., Mennuti-Washburn, J., & Cassiday, J. (2003). Functions of parent-child reminiscing about emotionally negative events. Memory, 11(2), 179-192.
Fivush, R., & Haden, C.A. (1997). Narrating and representing experience: preschoolers developing autobiographical recounts. In: P.W. van den Broek, P.J. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation. (pp. 169-98). Hillsdale, New Jersey: Erlbaum.
Fivush, R., & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15(9), 573-577.
Fivush, R., Pipe, M.-E., Murachver, T., & Reese, E. (1997). Events spoken and unspoken: Implications of language and memory development for the recovered memory debate. In: MA Conway (Ed.) Recovered memories and false memories, pp. 34-62. Oxford, U.K.: Oxford University Press.
Haden, C.A. (2003). Joint encoding and joint reminiscing: implications for young children’s understanding and remembering of personal experiences. In: R. Fivush & C.A. Haden (Eds.) Autobiographical memory and the construction of a narrative self (pp. 49-69), Mahwah, New Jersey: Erlbaum.